RVTV Noir with G. M. Ford-The Road to Oregon

G. M. (Jerry) Ford grew up in New York and New Jersey before moving to Oregon. He taught for many years at Rogue Community College in Grants Pass and eventually decided to write a mystery. That led to 13 critically acclaimed thrillers. Here’s the story of his New Jersey origins, his road to Oregon and the making of his debut novel Who In Hell Is Wanda Fuca?, the first in a series of six books based on the character Leo Waterman, a detective working in Seattle, Washington.

The clip is from an RVTV Noir episode shot in 2008.

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Interview with Sarah Cunningham

Sarah Cunningham is a creative writer, editor and photographer, who will be graduating from Southern Oregon University soon. She has travelled to Japan and has an interested in lomography, among other things. Sarah was the editor of the 2011 West Wind Review.

EB: How did you come to be the editor of the West Wind Review?
SC: I applied in the Spring of 2010. I was interviewed by Kasey Mohammad (faculty editor), Karen Finnegan (Director of Student Publications) and 2010 student editor Greta Mikkelsen. I received a wonderful email that same day, saying I was their unanimous choice.

EB: What are the editor’s duties?
SC: Reading through the bundles of submissions we get during the summer (our current submission period is July 1st through August 15th), choosing what is accepted/rejected, deciding the order of the book, laying it out through InDesign, and of course getting it printed on time for the annual AWP Conference. A big part of the job is attending the AWP, held in a different city each year during spring, where West Wind has a table at the gigantic book fair. There, we sell copies and represent not only the journal but SOU as well. All of the duties are of course done side by side with Kasey, thankfully.

EB: How much time did all that take?
SC: The longest thing is narrowing down the submissions. We did this in phases, the last of which was the hardest because it came down to us having a lot of really great pieces that perhaps didn’t fit into the overall wholeness of the issue. Another thing that ends up happening is we find, say, a mediocre poem, but one that has a really fantastic few lines in it; it’s extremely hard with some pieces to draw the line of what is good enough and what doesn’t quite make it.

EB: What’s the training like? Do you consult with past editors?
SC: Yes. I had Greta as a mentor the last couple months of Spring 2010, sharing her experiences and insight with me. I wouldn’t call it *official* training of any sort, but her words were invaluable to me. The biggest thing was, as editor-in-training, I attended the AWP that year as well. This gave me a taste of what to expect and a lot of preparation for running the book fair table the following year.

EB: Where do submissions come from?
SC: The West Wind audience–and therefore, group of submitters–has definitely grown these past few years. We attribute this to the journal going from being somewhat unorganized and without a theme to now having a particular aesthetic it aims for–that is, experimental/contemporary writing, such as work coming out of an avant garde tradition–and therefore representing a stronger literary interest as a whole. The journal has really come into its own, I think, and Kasey has of course had an influence there. But I see this influence being extremely beneficial for the sake of putting out a really solid, strong literary journal. Before, submissions were highly regional; now, they are definitely nation-wide and even worldwide: we’ve received work from Japan, Poland, Australia, Ireland, and a lot from Canada, just to name a few places.

EB: And about how many submissions does the West Wind receive?
SC: I am so bad with figures like these, but I’d say we got a few hundred? At least 300? And that number has been slightly fluctuating these past couple of years: before Kasey came on as faculty editor, the journal was much less organized and lacked any kind of concentration or aesthetic preference. This meant that we received much more sort of blind submissions, just random poems and stories from people who very well probably had never held a copy of West Wind in their hands before. Now that the journal is coming into itself, with a preference for contemporary, experimental work, we are getting less of those bulk, generic submissions and much more from an audience that seems in tune with what the West Wind has become.

EB: Who selects the submissions to be included in the journal?
SC: The faculty editor and student editor. Which for the 2011 issue meant there were a lot of long days of sitting with Kasey, discussing why we liked certain pieces and what bugged us about others. It was very wonderful but also intimidating to be controlling what was going to get published and what wasn’t.

EB: What was the most challenging aspect of your work as editor? Rejecting submissions? Proofing?
SC: By far, the hardest part was when I would read a submission and not necessarily like it, but recognize that it was a strong, complete piece in itself that deserved to be published…just not in West Wind. I think most editors probably experience this: having to let something go that you just know does not belong in a particular journal, yet it feels like you’re saying no to something that you really shouldn’t be saying no to.

Another thing is, you really want to feel like you’re giving each submission the time and consideration it deserves. So for me, and I’m assuming for most editors out there, you are constantly sort of battling yourself during these long hours and days of sifting through hundreds of submissions, because along the way, you do get tired, you do start to pick up on things right away that may hint at a submission being really good (or really bad), and you do start to want to cut corners and make decisions based off of those quick first impressions. I would advise the next editor to start the reading process as early as she or he could, allowing themselves the time that each submission deserves to have. I think of how some parents, when they’ve given birth to their first child, may buy those really fancy diapers and think that they’re going to be doing everything for their child the long, hard, obsessive way; after a period of time, you know they realize the diapers get thrown away anyway, and their lack of sleep starts adding up, and they kind of just get to that point where they realize they don’t have to do everything 110% because it doesn’t always make a difference. Somehow, I’ve compared our submissions to diapers…but the point is, I think integrity is good and you should be respectful of each submission, while planning ahead your own schedule of reading so as to not overwhelm yourself with too much reading at once, either. Though I know some people might also feel that it’s unrealistic and unnecessary to give each submission the full 110%.

InDesign can also be tricky and headache-inducing, but coincidentally during the period where we were doing the majority of the layout work, I had prior engagements to be in Japan for those weeks, so Kasey handled most of that part this year.

EB: What did you find most surprising about being editor?
SC: That I have a copy of a journal that I really, really respect and enjoy, sitting on my bookshelf, with my name inside the cover. It’s sort of odd and really humbling to be able to say that I helped published people who I have crazy respect for–people like Gregory Betts or kevin mcpherson eckhoff–people who I am actively reading myself. It was a great experience to realize that, with the passion and interest and education that I do have, I was able to simply “become an editor,” just like that.

EB: The West Wind covers are always interesting. Were you involved in the cover design?
SC: Unfortunately, I did not have anything to do with this year’s cover design. But yes, ideally the student editor and faculty editor work on this together.

EB: Has editing the West Wind influenced your future career choices at all?

SC: I already knew editing was something I was interested in pursuing, and getting to edit the West Wind definitely reassured my interest in it. It was a great first experience, fairly user-friendly since I had both Greta and Kasey to help guide me at different points in time, and enough for me to feel like I built up some editing muscles that I’m now eager to go stretch in other places.

EB: What’s your ideal job?
SC: If I knew that, I’d be doing it right now. It probably involves writing, editing, photography and traveling, all in one position. Let me know if you hear of anything, OK?

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Summer Reading Update II: Snotty, City of Dragons, Um, and Tillamook 1952

Snotty Saves the Day

Imagine if your name were Snotty. What kind of a kid would you be? In Tod Davies’s fictional world Snotty is an “ugly boy,” inside and out. Snotty’s from Megalopolis, and he’s the kind of city kid who “knows nature when he sees it” and doesn’t much like it. The title Snotty Saves the Day tells you what happens—or does it? What exactly does Snotty save when he falls down a hole and ends up in Arcadia?

The ostensible fairy tale has a parallel story—told in introductions and in footnotes written by imaginary scholars in the land of Arcadia, whose great Queen was Sophia the Wise. In the main story, Snotty becomes Sun God of the Garden Gnomes and, later, leads an army of Teddy Bears against them. He is tempted by devilish Luc and saved when Lily (later to become the first queen of Arcadia) appears. The story-in-footnotes—told through Arcadia’s Professor Devindra Vale provides a running commentary on the traditional mythic themes in Arcadia and Megalopis (bad smells, dog messengers, sun gods, the loss of a finger, the turning of treasure-to-trash, selective blindness, and transformation of frightening creatures into helpful ones). The story-in-footnotes teases us with the history of Arcadia and Megalopis and the main story even asks questions about the meaning of meaning. Imagine Lewis Carroll with footnotes by Jonathan Swift. Snotty Saves the Day is, like all good fairy tales, an optimistic book for children of all ages. It’s also an origin story, steeped in real cultural myths.

The History of Um

I bought Michael Erard’s book Um: Slips, Stumbles, and Verbal Blunders, and What They Mean a few years ago and for some reason have put off reading it until now.

There is the expected recounting of the Reverend Spooner and Sigmund Freud, but Erard digs deeply and comes up with new insights and tells the story of Um through the stories of those who have studied it. I’m fascinated by the cleverness too of some of the researchers like the one who used Kermit Schaffer’s old blooper albums as data for example. Erard writes well, and even the digressions (such as the one about prison chapters of Toastmasters) are interesting. Some of this will be familiar ground to linguists but some is less well-known and Erard has done some nice first-person interviewing (and naturally reports in the speech of his interviewees).

I’m glad I waited and glad too that I’ve gotten to it. I’ll be teaching an introduction to linguistics in the fall and will want to incorporate some of Erard’s observations into (it’s too late to add another book, but maybe I’ll add Um as a supplementary reading…). Here are some of the discussion questions I’ll try to shape into the class:

    What’s the difference between uh and er and haw?

    What’s the difference between uh and um?

    Are there uhs and ums in sign language?

    What do malapropisms, like “strawberry” for “library” tell us about the organization of our mental dictionary?

    How come the Reverend Spooner made errors like “You have hissed my mystery lecture?” but not “You have misstory by hissed lecture?”

    Who was the first writer to collect speak errors?

    Do uh and um occur more often at certain places in the sentence?

    Who uses more uhs and ums—humanities scholars, social scientists or natural scientists?

    When (and why) did public-speaking teachers and start to think that uh and um were a problem, rather than something natural?

    Why does Erard consider Kermit Schafer’s radio and television bloopers to be a kind of dialect humor?

    What’s the relevance of speech errors for Noam Chomsky’s distinction between competence and performance?

As the book progresses, Erard gets the feel for talking to his readers about the prescriptive-descriptive debate. That’s always a tricky balance for writers whose audience includes linguists and scolds. And there are a few funny errors in the book (like substituting [Ben Franklin] for [Victoria] Fromkin), which is what you’d expect given the subtitle.

City of Dragons

I’m reading Kelli Stanley’s City of Dragons in anticipation of visit to the Rogue Valley this week. City of Dragons introduces 1940s private investigator Miranda Corbie, who is trying to solve a handful of murders in pre-war Chinatown. Corbie is an intriguing character–her father is a drunkard college professor, she has a love-hate relationships with some cops (in one case, a hate-hate relationship), and she’d been a Red Cross nurse in a Spain and a paid escort in San Francisco before becoming a private detective. She 33 years-old and she subsists on whiskey, Chesterfields, and aspirin.

We get glimpses of a sad past, smacking into an uncertain future. It’s the eve of World War II. Miranda’s never been a member of the go-along to get-along boys club so she’s sensitive to outsiders and when she sees a Japanese teenager killed the in the middle of the 1940 Chinese New Year in celebration, she takes up his cause. She’s also contacted by a scheming widow who wants her to look into a husband’s death and missing step-daughter. And soon, Miranda’s up to her pearls in Italian gangsters, drug smuggling, human trafficking, and pre-war international politics.

I’m ready for a trip to San Francisco.


Tillamook 1952

Tillamook 1952 is the story of Lou Kallander, the youngest son in an Oregon gothic family. Kallander returns to Tillamook for his mother’s funeral, and discovers both her diaries and the diary of her brother Verlin. Verlin had been a fire-fighter, disfigured when a flaming tree trunk slammed into his face during the Tillamook fire of 1933. He hid, Shadow-like, from the world for nearly a year before dying in a gunshot accident. Or was it? Kallander digs in and scratches at his uncle’s death until things begin to unravel. He learns about his family, his town and himself in the process.

Verlin’s death makes for a good, in some ways spooky, mystery. And Lou Kallander is the opposite of the traditional postwar hero. He fits into society (as an insurance agent, ironically) but is dead inside from his family not the war. Kallander grows into his own life as he unravels his uncle’s last months.

I realized that I’ve read George Byron Wright’s Oregon trio out of order—I started with Baker City 1948 and moved on to Roseburg 1959. With Tillamook 1952, I seem to have saved the best for last.

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Young Adult Literature isn’t What You Think

A guest post by Jennifer Marcellus

The genre people enjoy shouldn’t determine whether or not others consider them intelligent. I always try to keep an open mind when people tell me they like a book or genre I don’t. Adults, especially academics, often struggle to withhold judgment when anyone mentions young adult literature. As someone who reads YA, I never understood what they find wrong with these books. Obviously, there are books like Gossip Girl and Sweet Valley High to put a bad taste in anyone’s mouth but I also realize these books are not all young adult literature offers its readers. James Frey, author of I am Number Four, started a company to churn out poorly written and predictable, assembly-line YA novels, perhaps for the sole purpose of proving my last statement wrong, but I haven’t given up hope. How can I when so many of my favorite novels live in the YA section?

Many books included in young adult fiction address serious social and personal issues like gang violence, coping with loss, sexual assault, depression, and physical abuse. However, young adult literature doesn’t just preach on social issues. They also teach youth how to handle certain situations and problems they face. Readers identify with these books because they connect more fully with the story and see they aren’t the only ones who might have to deal with certain issues.

To me, though, the role models YA offers readers—typically girls—are the most important aspect of the genre. I’m certain I’m not the only one hoping the owl with my Hogwarts letter got lost and will show up nearly ten years late. Many readers like me become so invested in these books that they gain not only an escape from their own life, but also find characters to admire. We become friends with Hermione from Harry Potter; Deryn in Leviathanteaches us how to live on an airship; we fight with Katniss and Peeta in The Hunger Games. And then, when these books end, we search for more books like them. Readers become dedicated to literature by discovering other similar books, both in and outside YA.

The lines between genres are blurred to begin with though. Bookstores and publishers change what section consumers find books based on the reactions of readers. When I went looking for The Perks of Being a Wallflower, I found it in general fiction instead of YA despite being set in high school and the numerous awards it received in the teen genre. The fact of the matter is critics overlook what YA offers when they make the blanket statement that adults shouldn’t read YA. These books spark serious discussions regardless of the audience’s age. When adult fiction is too artsy to bear, it’s nice to dive into YA where plot is the pilot and characters are emotionally realistic. Scholars need to revise their attitude against YA to exclude only poorly written books in the genre. They do this with every other genre, so why not YA?

Jennifer Marcellus majors in Professional Writing at Southern Oregon University and reads young adult novels between writing papers and reading classics.

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